Parent Visiting Day February 7, 2014
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Parent Visiting Day February 7, 2014 WELCOME!
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Parent Visiting Day February 7, 2014. WELCOME!. News Flashes. 1. Today is not a typical day! 2. Excitement Levels are High! 3. Some are thrilled you are here. 4. Some aren ’ t. 5. Have fun, learn a lot, breathe in the experience of being a student at Carroll. News Flashes. - PowerPoint PPT Presentation
Transcript of Parent Visiting Day February 7, 2014
Parent Visiting DayFebruary 7, 2014
WELCOME!
News Flashes1. Today is not a typical day!
2. Excitement Levels are High!
3. Some are thrilled you are here.
4. Some aren’t.
5. Have fun, learn a lot, breathe in the experience of being a student at Carroll.
News Flashes
1. The Parents’ Association does a great job for Carroll.
2. The current leadership is aging.
3. We want enthusiastic new leaders to join our generous veteran leaders for next year.
4. Current PA Chair, Ruth Cherneff, would love to hear from you.
5. GLC Role- contact Wendy Falchuk
Parent Visiting Day
We never miss an opportunity to inform and educate Carroll parents whenever we get such a huge percentage of you together in one place.
Evolution of Carroll’s Program
How Did We Get Here?1. Paying Attention to Student Progress
2. Awareness of Neuroplasticity
3. Working with Experts
4. Significant Early Nudges from Some Parents
5. Current Enthusiasm from Parents & Faculty
A Boy Named JohnnyStart of 5th Grade
End of 6th Grade
End of 7th Grade
End of 8th Grade
Broad Reading
11% 23% 55% 87%
Broad Math
36% 49% 68% 94%
Broad Written Language
9% 20% 49% 65%
Academic Skills
17% 56% 73% 87%
Academic Fluency
2% 11% 16% 23%
Orton- Gillingham
Tiny Classes
Individual Programs
Bounders
Arts
Sports
Content Classes
NCLU
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EmotionalWellbeing
Confidence
Advocacy
Resilience
DX Advantage
Focus Areas
A Boy named Johnny
the remediation was incomplete
strong academic achievement only told most of the story
we send him off to high school carrying a sack of potatoes on his back
We know moretoday about howto help ourstudents.
we loved
we taught
we remediated
we structured
but the remediation was incomplete
Love is not enough!
If good reading instruction rewires brains…Could good cognitive instruction rewire the underlying functions necessary to thrive in school and beyond?
Carroll’s First Responses:
1. Work with Developmental Psychologist David Stevens and hire Katie Lyslo
2. Teacher Workshops about this “cognitive development thing”
3. Evolution of LS Cognitive Model
4. Hire Eric Falke, MD
5. Establish Carroll Cognitive Collaborative
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Common Underlying Cause
Developmental Readiness for Academic Learning
1. What is in the way of the child learning effectively in the classroom?
2. How can we develop the skills that underlie academic success?
3. Can we teach children to think logically without too much adult direction?
Cognitive Profile
Post-testing shows responsive domainsPost-testing shows responsive domains
Post-testing shows responsive domainsPost-testing shows responsive domains
Executive Functioning
Processing Speed
Post-testing shows unresponsive Post-testing shows unresponsive domainsdomains
Psychomotor Speed
Reaction Time
Class of 2014 Post-training assessment: students with normative weaknesses:
Post-training AssessmentVerbal Working Memory
Visual Working Memory
Processing Speed
Executive Functioning
Verbal Short Term Memory
Reaction Time
May 2012 (1m)
29% 65% 30% 50% 17% 14%
Oct 2012(6m)
38% 55% 47% 65% 13% 29%
April 2013(1y)
63% 50% 60% 70% 25% 20%
Table 2. Percentage of students who had a weakness before training and then improved by 1 standard deviation in standard scores each domain 1month, 6 months, and 1 year after
cognitive training. To be considered valid the number of students who improved by a (SD) had to exceed 3:1 the number of students who declined in a domain.
--- Second 6 week intervention Late Winter 2013 ---
n=55
TARGETED COGNITIVE INTERVENTIONS BASED ON ASSESSMENT OF EACH CARROLL STUDENTTRAINING PROGRAM TARGETED COGNITIVE
DOMAINSACADEMIC BENEFIT
Posit Science Verbal STMVerbal WM- auditory sequencing,linking verbal to visual
Phonological MemoryComplex DecodingVerbal Rehearsal
Cogmed VSSTM- briefly holding onto visual & spatial informationVSWM- manipulation of visual & spatial information
Reading ComprehensionMath concepts, spatial relationships, mental number line
Cognifit Executive Function
Planning, sequencingFlexible goal executionCompare/contrast visual and spatial information
Organizational behaviorGoal directed behaviorProblem SolvingFlexible Thinking
Cognifit Reaction Time
Reaction Time- quick, accurate, consistent decision making
Reading & Math Fluency- automaticity across the curriculum
Piagetian Developmental Program
Independent ThinkingVisual ThinkingVisual & Motor Connections
Overall preparedness for learningReadiness to benefit from instruction
Cognitive Development Can
Hurt!
But it is soGood for you!!
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What Will Students Feel When They Work Hard on the Intervention?• Fluency
• Reading Comprehension
• Listening
• Problem Solving
• Processing Speed
• Hanging onto Information
My brain learns better!
